Lesson 5 - Attack Movements & Patterns
Heroic Dance Narratives
•Year 5
•Dance
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How can we use low-level movements and formations to tell the story of an epic battle?
Learning Objectives
- Copy and execute movement to communicate narrative themes through attack sequences
- Develop movement vocabulary using formations and floor patterns to show conflict
- Create coordinated low-level movements that effectively communicate attack scenarios
Key Outcomes
- Students will perform attack movements with clear intention and narrative purpose
- Students will work collaboratively in formations to create dynamic floor patterns
- Students will demonstrate understanding of how body shapes and levels communicate meaning in dance
Equipment & Resources Required
Position for even sound coverage across dance space
Alternative: Bluetooth speaker, tablet with good speakers
Positioned where all students can clearly see video examples
Alternative: Interactive whiteboard, large tablet, projector
Available around edges of space for floor work practice
Alternative: Yoga mats, carpet tiles
Use to mark formation positions and boundaries
Alternative: Bean bags, spot markers, chalk lines
Key Vocabulary
A series of movements that show aggression or combat in dance
Movement performed close to the floor, crouching, crawling or lying down
The pathways and shapes dancers create as they move across the space
The arrangement of dancers in relationship to each other in space
When dancers touch or connect with each other during movement
Combat-inspired actions adapted for dance, focusing on strength and precision
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements and jumps from previous lessons
- Understanding of high, medium and low levels in dance
- Experience working with partners and small groups
- Knowledge of how movement can tell stories
Current Skills
- Martial arts-inspired attack movements
- Low-level travelling and combat actions
- Formation work and floor pattern creation
- Partner contact and collaborative sequences
Next Steps
- Integrating attack sequences with defence movements
- Creating full narrative dances with conflict resolution
- Advanced formation work with larger groups
- Exploring different cultural dance fighting traditions
Milestone Indicators
Key Teaching Points
- Martial arts movements in dance are controlled and expressive, not aggressive
- Low-level work requires strong core muscles and control
- Formation work needs clear communication and timing between group members
- Contact work must always prioritise safety and mutual consent
- Attack sequences tell a story - focus on narrative meaning not realistic fighting
- Group collaboration is essential for effective formation and pattern work
- Performance requires commitment and confidence to communicate meaning to audience
Common Misconceptions
- That martial arts in dance means real fighting - emphasise artistic interpretation
- That attack movements should be aggressive - focus on controlled, expressive quality
- That low-level work is easy - highlight the strength and control required
- That formations just happen - emphasise the planning and communication needed
- That contact work means pushing or grabbing - teach safe, consensual contact methods
SEN Adaptations
ADHD
- Include regular active breaks, provide clear boundaries and expectations, offer choice in level of participation, use positive reinforcement frequently
dyspraxia
- Break down sequences into smaller steps, provide extra practice time, offer peer support, focus on personal improvement rather than comparison
autism spectrum
- Provide clear structure and routine, advance warning of performance expectations, quiet space available if needed, visual schedule of lesson activities
visual impairment
- Use verbal descriptions of video content, provide tactile guidance for formations, use audio cues for timing, buddy system for spatial awareness
hearing impairment
- Provide visual demonstrations of all movements, use visual cues for timing, written instructions on board, ensure student can see all demonstrations clearly
physical disability
- Adapt movements to seated or supported positions, modify contact work as appropriate, adjust level requirements, provide alternative ways to show attack themes
Cross-Curricular Links
English
Narrative structure, storytelling through movement, descriptive vocabulary for movement qualities, speaking and listening during group work and feedback
Maths
Counting and timing in sequences, spatial awareness and geometric formations, patterns in choreography, symmetry and asymmetry in group arrangements
Science
Forces in movement, understanding of muscles and joints in martial arts actions, gravity and balance in low-level work, energy transfer in explosive movements
History
Understanding martial arts traditions from different cultures, historical context of warrior traditions, exploration of conflict and resolution themes
PSHE
Teamwork and cooperation, managing emotions during performance, showing respect for others' creative work, building confidence through creative expression
Teacher Guidance
Positioning
Move actively between groups during development work, maintain overview during performances
Observation Focus
Look for understanding of martial arts movement qualities, effective group collaboration, safe execution of all movements
Intervention Points
Step in if movements become unsafe or overly aggressive, support groups struggling with collaboration, provide additional challenges for advanced groups
Demonstration Notes
Use your own body to show martial arts qualities - sharp, controlled, precise. Demonstrate safe contact methods. Show how level changes affect movement impact.
Verbal Cues
- •'Stay low and controlled!'
- •'Show the attack through your movement quality!'
- •'Work together to create your story!'
- •'Sharp movements, soft landings!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear area, with additional space for audience during performances
Surface Check
Dry, non-slip floor suitable for low-level work and jumps
Equipment Safety
Safety Checks
- •Ensure mats are flat and secure if used
- •Check video equipment is positioned safely away from movement area
- •Verify adequate lighting for all activities
Risk Management
Key Risks
- •Collisions during partner jumping activities
- •Unsafe contact during martial arts movements
- •Injuries from low-level floor work
- •Aggressive interpretation of martial arts themes
Risk Mitigation
- •Clear boundaries and adequate spacing between groups
- •Emphasise controlled, dance-quality movement throughout
- •Monitor all contact work for safety
- •Reinforce that this is creative dance, not real fighting
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during development work
- •Move between groups during choreography time
- •Watch for overly competitive or aggressive behaviour
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid or support, clear space if needed